A study determined the interrelationships among children's storybook reading behavior and knowledge of print concepts in kindergarten and their reading ability at the end of first grade. A sample of 21 subjects, ranging in age from 5 years 10 months to 6 years 8 months, was randomly selected from the morning and afternoon kindergarten sessions at a school in a small rural community in the Pacific Northwest. Results indicated that: (1) there was a positive correlation between storybook reading behavior as measured by Sulzby's story re-enactment scale and knowledge of print concepts as measured by the Concepts of Print Test (Clay, 1972); (2) subjects' storybook reading behavior in kindergarten had a positive correlation with their reading ability at the end of first grade as measured by the Metropolitan Achievement Test; and (3) subjects' knowledge of print concepts had positive but non-significant correlation with their reading ability. Findings suggest that experiences listening to stories read and "pretend-reading" help to develop kindergarten children's concepts of reading and print which prepare them for formal reading instruction in first grade. (Contains 33 references and three tables of data. Appendixes present an abridged version of "Emergent Reading Ability Judgements for Favorite Storybooks," (Sulzby, 1983; Sulzby and Otto, 1982); four patterns of print concepts measured by the "Sand Test," (Johns, 1980); and a scoring standards checklist for the "Concepts About Print Test: Sand" (Clay, 1979). (Author/RS)